Search Results (227)

Background: Poor mental health is prevalent among veterans who suffer from post-traumatic stress disorder (PTSD) and other psychiatric conditions. Canine-assisted interventions may improve psychological and social health in veterans. The parent study, a randomized controlled trial, revealed improvements in PTSD following both a service dog training program and an active control condition consisting of virtual dog training lessons. Thus, in the present post hoc secondary analysis, we analyzed both groups together (pooled arms) to examine gender-based differences in the effects of the altruistic service dog training programs on psychosocial outcomes. Methods: Veterans (N = 59) participated either in hands-on (with a dog and trainer) or virtual (no dog present) dog training programs over eight weeks and completed self-reported psychosocial measures before and after the program. Mixed-effect linear models were used to assess the interaction between time and gender on a series of psychosocial outcomes in the pooled sample. Results: The findings supported greater psychosocial improvements for female participants compared to male participants, including significant improvements in PTSD, perceived stress, and perceived physical health, and feeling greater closeness and lower avoidance in close relationships (ps < 0.05). The results revealed moderate to large effect sizes among female participants, suggesting meaningful clinical effects of the interventions (ds = 0.47–0.70). Conclusions: While the secondary analysis and small sample size limit causal inferences, the exploratory evidence suggests greater improvements in psychosocial health in female veterans after participating in the service dog training programs. Future research should tailor interventions to optimize the therapeutic effects for male and female veterans and identify other individual characteristics involved, such as combat exposure or post-traumatic stress symptom severity. Full article

Background: This study aimed to examine whether a physical education program based on the ecological dynamics approach, implemented through small-sided games (SSG), produces greater improvements in motor skills, daily physical activity levels, and perceived physical fitness in middle school students. Methods: Forty-eight students were assigned to an SSG group (ecological dynamics lessons including small-sided games, n = 26) or a Control group (traditional lessons based on teacher-centered instruction and analytical exercises, n = 22). The intervention lasted 12 weeks, with two sessions per week. Motor performance was assessed using the standing broad jump, 5-standing broad jump, 20 m sprint, 10 × 5 m shuttle run, 5-0-5 agility test, and sit-and-reach test. Daily physical activity was evaluated using the International Physical Activity Questionnaire—Short Form (IPAQ-SF), and perceived physical fitness was assessed using the Visual Analogue Fitness Perception Scale for Adolescents (FPVASA). Results: Significant group-by-time interactions were found in all motor tests. IPAQ-SF data revealed significant group-by-time interactions for vigorous and moderate physical activity. Perceived physical fitness showed significant group-by-time interactions for all items except flexibility. Conclusions: Physical education lessons structured according to the ecological dynamics approach and implemented through SSG-based protocols led to greater improvements than traditional methods. The dynamic and variable nature of SSG likely enhances neuromuscular stimulation, motor engagement, and motivation during physical education lessons. Full article

Low levels of physical activity and prolonged sedentary behavior among young people are important contributors to the growing prevalence of overweight and obesity worldwide. Because children and adolescents spend a large proportion of their waking hours in school environments that often involve extended periods of sitting, schools represent a strategic setting for interventions aimed at promoting healthier movement behaviors and lifestyle habits. Classroom-based active breaks, defined as short bouts of physical activity integrated into regular lessons, have been proposed as a practical and scalable strategy to interrupt sedentary time without substantially disrupting academic instruction. This narrative review examines how active breaks have been implemented in school settings and synthesizes current evidence regarding their effects on physical activity, sedentary behavior, lifestyle-related outcomes, and obesity-related indicators among children and adolescents. Relevant literature published since 2006 was identified through searches of PubMed, Scopus, and Web of Science. The available evidence suggests that active breaks can increase in-school physical activity and reduce prolonged sedentary exposure, while also contributing to improvements in classroom behavior, cognitive engagement, and several lifestyle-related and psychosocial outcomes. However, direct effects on adiposity indicators appear modest and are often difficult to isolate because active breaks are frequently implemented within broader school-based health interventions. Overall, active breaks represent a feasible and low-cost strategy that may support healthier lifestyle behaviors and contribute to obesity prevention when regularly integrated into school routines. Full article

Individuals with intellectual disabilities (IDs) consistently demonstrate lower levels of objectively measured physical activity (PA) compared to the general population, yet limited evidence exists regarding how activity accumulated during physical education (PE) contributes to overall daily movement within structured school contexts. Within the school setting, PE represents one of the primary structured opportunities for engaging students with IDs in PA. Although objective physical activity monitoring approaches are recommended for school-based PA assessment, limited evidence exists on the contribution of PE to total school-day activity in students with intellectual disabilities, a gap addressed in the present study. In this context, the present study objectively recorded PA levels of students with IDs both during PE lessons and across five school days, in order to examine the contribution of PE to overall PA. Potential differences in PA according to gender and severity of the ID were also examined. Twenty students aged 15–25 years with mild and moderate IDs participated in the study. PA was assessed using the YAMAX Power Walker EX-510 pedometer, which automatically recorded step counts. The results indicated that only six participants reached step-count reference values. Students with mild IDs accumulated significantly more steps than those with moderate IDs, while male students were more physically active than female students, both during PE lessons and across the school day. PE lessons contributed approximately 4% to the total PA accumulated across the five monitored school days. These findings highlight the limited contribution of PE to overall PA and underscore the importance of promoting greater movement opportunities within adapted PE lessons. Full article

Background/Objectives: Physical literacy (PL) is globally recognized as a foundational determinant of health status in children, but the effects of interventions based on PL were rarely studied in preadolescent children. The aim of this quasi-experimental, school-based study was to evaluate the potential effects of a PL intervention delivered during regular school hours on physical fitness (PF), physical literacy (PL), and physical activity (PA) in children aged 9 to 11 years from southern Croatia. Methods: Participants were 125 preadolescents (57 girls), and were grouped into a control group (C = 70), and an experimental group (E, n = 55). The E group participated in a specific PL-focused education, integrated into regular physical education (PE) lessons as a 5–6 min substitute for standard PE content, over 12 weeks (36 PE classes in total). The C group participated in the standard PE curriculum. A pre–post–retention design was used, and the observed variables included anthropometrics (height, weight, BMI), PF (jumping power, abdominal strength, upper body strength, flexibility, mobility, and cardiovascular endurance), PL (evaluated by the PLAYself questionnaire), and indirectly measured PA (estimated via the PAQ-C questionnaire). Multivariate (MANOVA and univariate (ANOVA) analyses of variance for repeated measurements were used with time, gender, and group as the main effects, including their interactions. Results: MANOVA calculated for a set of PF variables revealed significant main effects for time (F = 1361, p < 0.001) and a significant time × group interaction (F = 2.98, p < 0.05). Univariate ANOVA indicated specific intervention effects for jumping power and abdominal strength, favoring the E group. No significant differential effects were observed for PL or PA. Conclusions: The study demonstrated small, but statistically significant, improvements in PF indicators among children exposed to the PL-based intervention. Notably, the intervention was conducted in authentic school settings using standard resources, supporting the ecological validity and real-world applicability of the findings. Full article

This study investigates the impact of a pedagogical intervention that integrates subject didactics and disciplinary content on teacher students perceived knowledge in teaching theoretical aspects of physical education at the upper secondary school level. A convergent mixed-methods design was used to collect quantitative data (pre/post surveys) and qualitative data (interviews and observations) concurrently. According to the results, students in the intervention group reported significant increases in perceived knowledge across several areas, with the largest improvement observed in planning and conducting theoretical lessons in physical education at upper secondary school. Effect sizes for perceived knowledge scores support this finding. The intervention group also reported higher perceived qualifications for teaching at the upper secondary level, practical lessons in physical education, and understanding the link between disciplinary and professional subjects. The control group showed no significant changes in 11 of the 12 recorded measures. Qualitative data contextualized these perceptions, highlighting learning by doing and relating theory to practice as key learning drivers. Findings should be interpreted as changes in perception, not demonstrated competence. This study indicates a need to integrate subject knowledge and teaching practice more effectively, ensuring that theory and pedagogy are connected rather than taught in isolation. By bridging these silos and fostering coherence between subject content and pedagogical practice, teacher education can better prepare future educators for the complex demands of teaching theoretical subjects. Teacher education programs may also employ active learning strategies to enhance perceived relevance and confidence. However, competence claims require corroboration through performance-based evidence. Full article

Background: Among many deleterious effects on the well-being of children and youth, the COVID-19 pandemic contributed to a surge in youth mental health distress. This, coupled with pre-existing prolonged wait times for mental health care, highlighted the need for accessible community-based mental health supports. The Healthy Living Project (HELP) is a virtual lifestyle change support program aimed at promoting positive lifestyle changes and improved mental well-being among youth with mental distress. A pilot feasibility study explored youth engagement with HELP e-resources, and preliminary mental health and lifestyle measures over a 3-month period. Methods: Youth were enrolled in a 3-month pilot of the HELP e-resource. Feasibility metrics (recruitment, retention, and platform engagement) were documented, while exploratory self-reported data on emotional and behavioral difficulties, youth quality of life, sedentary behavior (screen time), sleep hygiene, and physical activity were assessed at baseline and 3 months. Results: Twenty-three youth (mean age 15.7 years, SD 1.7) completed baseline assessments and started the intervention, with ten participants retained by the end of the study. Compared with non-completers (n = 13), study completers (n = 10) tended to report higher quality of life and healthier habits (lower screen time, improved sleep hygiene, and higher activity). Ongoing access to HELP over 3 months was associated with suggestive trends toward improvement in emotional and behavioral difficulties and sleep hygiene. Engaged participants who received screen time education tended to report lower screen times as compared to unengaged counterparts. Conclusions: This study provides early insights into the implementation and acceptability of HELP e-resources among youth experiencing mental distress, with suggestive trends toward potential benefit. Low recruitment and high attrition preclude definitive conclusions, and the findings should be interpreted as exploratory. Lessons from this pilot will inform the design of a subsequent trial to more rigorously evaluate feasibility and the potential impact of HELP on youth with mental distress. Full article

Background/Objectives: The effects of online physical activity (PA) interventions on executive function (EF) and Attention-Deficit Hyperactivity Disorder (ADHD) symptoms are promising; nonetheless, their benefits for Latinx youth remain unclear. Methods: This study explores levels of adherence, cognitive and behavioral outcomes and acceptability of an online PA intervention, Zing Performance, among a Latinx youth sample; only a few of the participants completed their condition (n = 6). Results: There was wide variability in adherence levels at mid-treatment (n = 5) and high-level adherence at post-treatment (n = 2). A Mann–Whitney test yielded a statistically significant (p = 0.004) improvement in the treatment group’s inattention symptoms at mid-treatment (n = 5), compared to the Waitlist Control; (WLC; n = 6). EF and hyperactivity/impulsivity were not significantly different. Further, pre-, mid- and post-participant trajectory data revealed that one participant benefited significantly from treatment, one participant demonstrated little to no response to treatment, and most of the WLC participants remained in the severity ranges throughout the 12 weeks. The parents of the two children who completed treatment reported high levels of acceptability informally and on the quantitative measure. Conclusions: Exploratory findings support further investigation of Zing among Latinx families with cultural consideration to study procedures. The lessons learned from this study are valuable for future research procedures and interventions with this marginalized population. Full article

Physical Education (PE) is envisioned differently across generations, yet these perspectives can be aligned with contemporary curriculum reform. Guided by Strauss–Howe generational theory and Turkey’s 2025 Türkiye Century Education Model, this qualitative study examines lesson design preferences among teachers (Generations X and Y) and students (Generation Z). Thirty-two purposively selected participants from provinces identified by Ministry success indicators completed semi-structured interviews. Data were analysed through directed content analysis alongside thematic analysis. Findings indicate convergence on gamified, technology-supported, and individualized PE with process-oriented, fair assessment. Teachers endorse this vision while foregrounding constraints associated with infrastructure, time, space, and class size. The emergent profile mirrors the 2025 curriculum’s virtue–value–action orientation and its literacy and socio-emotional competencies. Four priorities translate the framework into implementable design: (i) multi-evidence assessment that captures performance and growth, (ii) systematic differentiation via station-based and modular activity designs, (iii) short feedback cycles coupled with structured student-voice mechanisms, and (iv) strengthened school digital infrastructure with targeted professional learning to build digital pedagogical competence. Overall, the study articulates a generationally informed, feasible architecture for PE that bears implications for curriculum development, teacher education, and school improvement. Full article

Insufficient physical activity (PA) is a significant health challenge among working-age populations. This study aimed to develop context-specific processes to promote PA among adults aged 35–60 years. A participatory action research approach was conducted across seven provinces in upper southern Thailand. The study consisted of three phases: (1) preparation and situation analysis, (2) development and implementation of PA promotion programs, and (3) program evaluation and lessons learned. In Phase 1, the working-age population was categorized into four groups: Group 1: PA occupation and exercise; Group 2: PA occupation but non-exercise; Group 3: non-PA occupation but exercise; Group 4: non-PA occupation and non-exercise. In Phase 2, an exercise program and PA tracking guide were developed and implemented over a 6-month period. In Phase 3, based on the complete-case analysis, 175 participants enrolled, with 101 (57.7%) and 100 (57.1%) remaining at 3 and 6 months, respectively. Based on the last observation carried forward analysis (n = 175 across the 6 months), the proportion achieving global recommended PA levels and time spent in weekly moderate- to vigorous-intensity PA increased significantly in the non-exercise groups (Groups 2 and 4). All participants in the exercise groups (Groups 1 and 3) met the recommended PA level at baseline; however, this level was not maintained at the endpoint. The context-based PA promotion programs improved PA participation among non-exercise working-age adults. Future research should identify strategies to enhance program uptake and sustain engagement. Full article

Background/Objectives: Low physical activity (PA) is becoming an increasingly serious health problem among overweight school-age children. This study aimed to evaluate the influence of elevated PA during school hours on the nutritional behavior and fat mass of overweight and obese children. Methods: The study involved 11-year-old children (n = 148) who were overweight and obese. In the control group, children received physical education lessons in the standard dimension (4 h a week) while the intervention group received 10 h. Body mass index (BMI), fat mass (FM), and nutritional behavior were analyzed. Results: Compared to baseline, at the end of the intervention, the proportion of obese children increased in the control group and decreased in the intervention group. Regarding nutritional behavior, low consumption of vegetables, fruits, whole grains, poultry, and fish was observed. After a 12-month period, the intervention group showed a slight decrease in the consumption of fruits, vegetables, cold cuts, fried dishes, sweets, and fast food, and an increase in the consumption of white bread, whole-grain bread, poultry, red meat, and dairy products (milk, yogurt). In the control group, children exhibited an average increase in the consumption of fruits, vegetables, poultry, red meat, sweets, and fast food Conclusions: Although extended physical activity during school hours was correlated with a decrease in the number of obese children, the observational nature of the study precludes the drawing of definitive conclusions. The intervention may have contributed to an increase in energy expenditure, which could account for the improvements in BMI and FM. Nevertheless, the impact on nutritional behavior was limited. Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

Physical educators can incorporate mathematics and technology into their curriculum. The challenge is how to do this without sacrificing the core learning central to physical education (PE). The aim of this study was to examine the impact of an intentionally designed interdisciplinary six-week program called Maths on the Move (MOTM), specifically designed to integrate mathematics and PE. The study participants included two middle school PE teachers and two mathematics teachers. Within PE lessons, students wore a human activity monitor (HAM) that recorded step counts and acceleration to allow students to gather their personalized data for use in their mathematics lessons on statistics and probability. While the teachers applied our interdisciplinary approach, the challenges and complexities of interdisciplinary methods were observed. We demonstrated how the integration of PE and mathematics can enrich students’ learning experiences, illustrating MOTM as a versatile integrated approach. Despite the results, a gap between pedagogical content knowledge, teacher connectiveness, and practical application was found. In conclusion, this study underlined the value and possibilities of integrating PE and mathematics through a teacher-centered approach, setting the stage for future research to enhance the effectiveness of interdisciplinary education. Full article

Background/Objectives: Relative age differences within the same school year may influence adolescents’ physiological adaptations to physical activity programs. While biological maturity (maturity offset, MO) is often considered a more relevant indicator than chronological age (CA), empirical evidence from school-based interventions remains limited. This study aimed to compare the predictive value of CA and MO in explaining health-related adaptations to an eight-week high-intensity interval training (HIIT) program delivered during physical education classes. Methods: A total of 256 adolescents (112 boys and 144 girls) participated in HIIT protocols integrated into regular lessons. Health-related outcomes included maximal oxygen uptake (VO₂max), body fat percentage (BFP), systolic blood pressure (SBP), and diastolic blood pressure (DBP), assessed at baseline, post-intervention, and follow-up. Maturity offset (MO) was estimated using Moore’s method. Statistical analyses included MANOVA/ANOVA, linear regression, and dominance analysis, all stratified by sex. Results: Chronological age explained more variance in the studied outcomes than MO, particularly for BFP and VO₂max among girls. In boys, a significant CA × MO interaction predicted SBP, indicating interdependence between both age indicators. Dominance analysis confirmed the overall predominance of CA as a predictor across most outcomes. Conclusions: Chronological age proved to be a stronger predictor of adaptation to school-based HIIT than biological maturity, suggesting that calendar age better reflects cumulative behavioral and environmental influences. These findings highlight the need for age-sensitive and personalized approaches when designing physical education interventions to optimize health-related outcomes in adolescents. Full article

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models’ impact on students’ basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1–4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal–Wallis H-test were applied to assess the differences, and Cohen’s r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = −9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195–0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded. Full article